NHS-FPX 6111 assessment 2

Criteria and Rubric Development 

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Criteria and Rubric Development

Description of Assessment

Students in the "Enhancing Cultural Competence in Nursing Practice" class will be evaluated using a Cultural Competence Portfolio, a tool designed to measure students' knowledge and skills in relation to cultural competence as it pertains to healthcare. Learners may showcase their expertise in numerous aspects of cultural competency with this multi-faceted portfolio, which includes a collection of unique artifacts including personal narratives, case studies, and reflective essays. The importance of culturally competent care delivery is highlighted by this assessment technique, which allows learners to show that they can handle and incorporate cultural subtleties into nursing practice.

Assembling and Rubric Construction

Students are required to demonstrate their understanding and proficiency in healthcare cultural competency by creating a Cultural competency Portfolio. Carefully designed for this evaluation, the rubric lays forth particular criteria needed to evaluate students in several areas. For each criterion pertaining to cultural relevance, communication tactics, cultural sensitivity integration, and creating a healthcare environment that is inclusive of all cultures, this rubric lays out specific performance levels (Markey & Okantey, 2019). Learners may use the criteria in the rubric as a map to help them complete assignments in a way that supports the course objectives.

Learning Domains

Both the cognitive and emotional aspects of learning are largely supported by this evaluation method (Harris & Bacon, 2019). Students' ability to think critically and understand complex ideas as expressed in written reflections and case studies will constitute the cognitive domain's assessment criteria. They will demonstrate an in-depth comprehension of the importance of cultural competency in healthcare delivery via these artifacts, which will reflect their analytical and synthesis skills. At the same time, students' views and experiences with cultural diversity and inclusion in healthcare will form the basis of the emotional domain assessment (Liu & Li, 2023). Fostering culturally aware and empathic nursing practices is the emphasis of this facet.

Performance Level Criteria

By providing a clear, fair, and objective framework for evaluating students' cultural competency, this rubric helps educators evaluate students' progress toward proficiency. It helps students stay on track with the course goals and achieve the desired results by providing a road map.

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Grading Expectations

Criteria	Non-Performance	Basic	Proficient	Distinguished
Understanding of Cultural Significance	Demonstrates no comprehension	Shows minimal understanding	Displays sufficient understanding	Exhibits exceptional understanding
Communication Strategies	Lacks effective communication approaches	Basic understanding with limited application	Applies effective communication in various contexts	Demonstrates advanced communication proficiency
Integration of Cultural Sensitivity	Fails to integrate cultural sensitivity	Limited integration in select scenarios	Integrates consistently in decision-making	Exemplifies consistent integration across practice
Fostering Inclusive Environment	Lacks strategies for cultural inclusivity	Offers minimal strategies	Provides sufficient strategies	Offers comprehensive and innovative approaches

References

Harris, N., & Bacon, C. E. W. (2019). Developing cognitive skills through active learning: a systematic review of health care professions. Athletic Training Education Journal, 14(2), 135-148. https://doi.org/10.4085/1402135 

Liu, J., & Li, S. (2023). An ethnographic investigation of medical students’ cultural competence development in clinical placements. Advances in Health Sciences Education, 28(3), 705-739. https://doi.org/10.1007/s10459-022-10179-7 

Markey, K., & Okantey, C. (2019). Nurturing cultural competence in nurse education through a values-based learning approach. Nurse education in practice, 38, 153-156. https://doi.org/10.1016/j.nepr.2019.06.011

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